AI Article Synopsis
- Public and community health nursing curricula often lack effective assessment methods for student achievement through competency-based education, particularly in simulation usage.
- A systematic review of 10 articles revealed three main themes that correspond to five of the eight domains of community/public health nursing competencies, highlighting significant gaps in clinical and curricular exposure.
- The study concludes that simulation could enhance the teaching of public health concepts, especially those concerning social determinants of health.
Article Abstract
Background: Public and community health nursing curriculum falls short in providing an assessment of student achievement through competency-based education. The aim of this evidence-based practice research was to demonstrate a lack of simulation use as a pedagogical means for the assessment of student achievement of community/public health nursing competencies (C/PHN) in prelicensure nursing programs.
Sample: A systematic review yielded 10 articles.
Method: Qualitative Comparative Analysis (QCA) was employed for theme analysis of a systematic review. A crosswalk was created aligning themes from the systematic review to the C/PHN core competencies relevant to public health nursing developed by the Quad Council Coalition (QCC) (2018).
Results: Three themes were identified from the systematic review that aligned with five of the eight domains from the C/PHN. Gaps in clinical and curricular exposure to specific public/community health concepts were identified.
Conclusion: Simulation has the potential to incorporate various public health concepts, including those related to social determinants of health.
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Source |
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| http://dx.doi.org/10.1111/phn.13518 | DOI Listing |
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